This study examines the impact of a Science–Technology–Society–Environment (STSE) educational intervention on the teaching of acid–base reactions to 11th-grade students (n = 17). The didactic sequence combined laboratory experiments, real-data analysis, and an interdisciplinary role-play debate, designed to connect chemical concepts with pressing socio-environmental challenges such as ocean acidification, acid rain, and acid mine drainage. Data collection included a pre- and post-test on environmental awareness and semi-structured interviews, enabling the assessment of both conceptual learning and attitudinal change. Significant conceptual gains were observed, with five of eleven test items reaching a normalized Hake gain ≥ 0.70, alongside increased environmental awareness. Qualitative findings further revealed that students valued the real-world context and interdisciplinary integration, reporting enhanced motivation, civic responsibility, and a more meaningful engagement with science. Overall, the results suggest that STSE-based chemistry instruction not only strengthens students’ understanding of acid–base equilibria but also fosters sustainability competencies essential for responsible and informed citizenship in the 21st century.
Gorito G. & Morais C., 2025. Empowering environmental awareness through chemistry: a science–technology–society–environment-based approach to teaching acid–base reactions in 11th-grade science. Education Sciences 16(1): 38. doi: 10.3390/educsci16010038. Article.
